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1.
Art Lysons 《Higher Education》1990,20(3):287-300
Research in US higher educational institutions over more than a decade has produced dimensions defining aspects of inputs, processes and outcomes which are important for organisational effectiveness (OE) (Cameron, 1978). Furthermore, these dimensions have been shown to vary systematically to define the domain of each type of institution (e.g., ivy league versus regional college).A significant step in the process of exploring various relationships impacting on effectiveness in Australian higher education would be to derive a classification along the lines of Cameron's work. This paper first reviews research in Australian higher education testing Cameron's dimensions and exploring aspects of organisational climate which appear to represent equally important dimensions of organisational effectiveness (Lysons and Ryder, 1988, 1989).This study then undertakes a combined analysis of Cameron and of Jones and James (1979) variables to identify a more comprehensive set of dimensions. Discriminant procedures successfully predict and further define the single taxonomy suggested by the previous work involving organisational climate only (Lysons, 1990). Finally, the implications of these findings with particular regard to very recent structural adjustments in the higher education system are discussed including reference to further OE research directions undertaken in this ongoing program. 相似文献
2.
Özkanlı Özlem de Lourdes Machado Maria White Kate O’Connor Pat Riordan Sarah Neale Jenny 《Tertiary Education and Management》2009,15(3):241-257
This paper reports on the second phase of a multi-country study examining cross cultural perspectives of gender and management in Higher Education Institutions (HEIs). It examines the broader labour market context and legislative frameworks for higher education in each country and then analyses the literature on women in university management. The paper presents the findings of research with male and female senior managers about their perceptions of women as HEI managers within changing organisational and management structures. It concludes that although HEI’s are now largely aware of barriers to women getting into and on in senior management, they have not addressed the organisational structures and cultures that perpetuate this inequity.
相似文献3.
This article examines the relationship between school organisational climate and the school's preparedness to undertake restructuring
and improvement. Over the last two decades, much research into school improvement and effectiveness has indicated the importance
of school climate for a school's efforts to change. For school-level personnel, an understanding of the nature of the prevailing
climate would seem valuable in determining the school's willingness and capacity to embark on school improvement initiatives
and to evaluate the impact that such initiatives have on the nature of the school's climate. The research reported here was
conducted in three phases. The first phase involved the assessment of the prevailing organisational climate in 30 secondary
schools drawn from three State education systems in Australia. The second phase involved analysing and documenting the principles
and school-level process associated with the establishment of site-based management in the three State education systems.
The third phase sought teachers' perceptions about the impact of site-based management on school improvement planning, collaboration
and curriculum leadership, and classroom practices. The research indicated the existence of an important relationship between
organisational climate and the school's capacity to implement and sustain authentic site-based management. Where the prevailing
organisational climate is negative, tailored ‘front-end’ strategies designed to improve the climate might be undertaken prior
to the school embarking on substantial school improvement initiatives. Finally, assessing organisational climate can provide
information about a school's preparedness to undertake change, and a re-assessment of climate following a change initiative
can provide evaluative data about the extent of change within the school.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
4.
Özlem Özkanlı Maria de Lourdes Machado Kate White Pat O'Connor Sarah Riordan Jenny Neale 《Tertiary Education and Management》2013,19(3):241-257
This paper reports on the second phase of a multi‐country study examining cross cultural perspectives of gender and management in Higher Education Institutions (HEIs). It examines the broader labour market context and legislative frameworks for higher education in each country and then analyses the literature on women in university management. The paper presents the findings of research with male and female senior managers about their perceptions of women as HEI managers within changing organisational and management structures. It concludes that although HEI’s are now largely aware of barriers to women getting into and on in senior management, they have not addressed the organisational structures and cultures that perpetuate this inequity. 相似文献
5.
Being aware of the factors that develop a positive organisational climate is especially important in universities, where the academic members of staff are, in large measure, self-motivated. To identify the determinants of organisational climate for university academia, the validity and reliability of the first-order constructs of autonomy, cohesion and pressure were examined. These three constructs were found to have inadequate validity in this environment. The remaining five valid constructs indicated a second-order organisational climate construct organisational climate was influenced by support, followed by trust and fairness, and then by recognition and innovation. The findings of our study will assist university managers to identify areas to focus upon when developing their academic staff in the pursuit of improving the organisational climate. 相似文献
6.
Ray Over 《Higher Education》1993,26(3):313-329
Academics in Australian universities who were lecturers in 1978 and senior lectures by 1988, or senior lecturers in 1978 and readers/associate professors by 1988, are compared with academics who had remained at the same level of appointment over this period. Career advancement was associated not only with demographic variables, but with work habits, and level of performance in research-related academic roles. These measures were themselves intercorrelated. The variables that most distinguished the academics in the sample who had been promoted from those who had not included rate of publication in refereed journals, level of citation, research grants applied for and obtained, and the number of PhD students under a person's supervision. Likelihood of promotion was correlated negatively with self-reported commitment to teaching. This demonstration that career advancement is associated primarily with an academic's record of achievement in research is consistent with claims in the literature about the incentive and reward system operating within Australian universities. 相似文献
7.
This research investigated the statistical predictive power of organisational commitments for academics’ teaching approaches. Participants were 268 academics working in six elite universities in Beijing, mainland China. Results showed that academics’ organisational commitments as measured by the Organisational Commitment Inventory significantly predicted their teaching approaches as assessed by the Approaches to Teaching Inventory – beyond gender, age, taught academic discipline, academic rank and type of institution. Limitations and theoretical contributions of the study are noted; and practical implications of the findings are discussed in relation to academics and university senior managers. 相似文献
8.
《Journal of Research in Reading》1979,2(2):129-137
Book reviewed in this article: Lunzer , E. and Gardner , K. (1979, eds.) The Effective Use of Reading. Murray , Frank B. and Pikulski , John J. (1978, eds.) The Acquisition of Reading: Cognitive, Linguistic, and Perceptual Prerequisites. Gorman , Thomas P. (1977, ed.) Language and Literacy: Current Issues and Research Jones , H. A. and Charnley , A. H. (1978) Adult Literacy: a Study of its Impact. Charnley , A. H. and Jones , H. A., (1979) The Concept of Success in Adult Litermy, Cambridge 相似文献
9.
Gudrun Curri 《Higher Education》2002,44(1):133-151
The purpose of this study was toinvestigate the outcome of restructuring thetertiary system in New South Wales, Australiafive years after its announcement in the late1980s. It was hoped that lessons could belearned to assist policy makers in Nova Scotia,Canada in their attempt to restructure highereducation. Twenty-four senior administratorswere interviewed to collect data on `why' and`how' decisions were made in response to avoluntary restructuring policy. Qualitativedata analysis revealed that (1) voluntaryamalgamations and federations take place whentertiary institutions fear governments willmandate restructuring; (2) restructuring oldestablished institutions is more difficult; (3)personal ambitions of leaders negotiatingmergers play an important role; (4) loosefederations are likely to become morebureaucratic and less efficient; (5)organisational change and development arepoorly understood by senior administrators.To achieve organisational change, more than onefactor must be present. Congruence betweenthese factors is critical to achieve desiredoutcomes. The data inferred that there is arelationship between leadership, restructuring,managing staff relations, organisationaldevelopment, external pressure for change, andorganisational change. To illustrate thisrelationship, the `primary triad model' wascreated suggesting a holistic approach toachieving desired outcomes. Otherwise,organisational change may be perception ratherthan reality. 相似文献
10.
This research pioneered the investigation of the predictive power of organisational commitments for academics’ teaching styles. Participants were 370 faculty members from 15 higher educational institutions in Beijing, the People’s Republic of China. Results showed that academics’ organisational commitments as measured by the Organisational Commitment Inventory statistically significantly predicted their teaching styles as assessed by the Thinking Styles in Teaching Inventory over and above their gender, age, taught academic discipline and academic rank. Practical implications of the findings are proposed for academics and for university senior managers. 相似文献
11.
I propose to research on the topic of how organisational culture impacts upon cultural adaptation of foreign-educated returnees at universities in Yunnan and how to manage communication in the process of cultural adaptation and reintegration.In the literature review section,I review the major literature surrounding the role the foreign-trained returnees have played in China’s higher education.I also discuss the tensions between new returnees,senior returnees,locally trained young and senior scholars,and management in the organisational contexts of Chinese higher education. 相似文献
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15.
《British Journal of Special Education》1979,6(3):28-31
Neville Jones, principal educational psychologist Mike Burnham, senior adviser for special education, and Clare Coles, area educational psychologist, Oxfordshire education authority, describe an experiment in mixed ability teaching with ESN(M) and ESN(S) children in Abingdon 相似文献
16.
Organisational climate and strategic change in higher education: Organisational insecurity 总被引：3，自引：0，他引：3
D.K. Allen 《Higher Education》2003,46(1):61-92
This research introduces the concept oforganisational climate and contributes to anunderstanding of the recursive relationshipbetween organisational climate and strategicchange initiatives. In the 1990s there wasrecognition that higher education worldwide wasmoving through a period of rapid change.Alterations in the external environment wereput forward as rationales for universities toreconsider the way they organised from theirtraditional governance and managementstructures through to the way in which theyperformed their primary activities of research,teaching and learning. A common approach tothis adaptation or change has been through anincreased emphasis upon strategic planning.This was accompanied by discourses rooted intechnological determinism and the unquestioningbelief in the rightness of a particular brandof corporate management. This research focusedon one such approach to strategic change: thedevelopment of information strategies in 12 UKHigher Education Institutions. Using a groundedapproach to theory generation, it highlightsthe influence of different styles of managementon organisational climate. The paper discussesthe antecedents and influence of one of thedimensions of organisational climateidentified: insecurity/security. Itestablishes that that climates of insecurity(or security) can exist within an HEI and canbe shared on an organisational level, or can berooted in sub-cultures. Six issues wereidentified which affected the climate ofinsecurity or security within the differentHEIs. These issues related to perceptions ofchange management and its frequency,predictability, openness, degree ofparticipation, discontinuous or incrementalnature of change, and whether or not decisionsare implemented by use of persuasive power orcoercive power. The paper goes on to discussthe multi-dimensional nature of insecurity. Itnotes that `managerial' approaches are morelikely to create highly insecure environmentswhich reinforce a vicious circle: staff beingde-motivated, cautious, less willing to takerisks or exercise discretion and are morelikely to resist change. In contrast, inenvironments where a more `collegial' approachhad been used, a virtuous cycle was created,whereby there was a willingness to be open andshare information, there was a greater degreeof cognitive conflict, and more positiveinterpersonal relationships. These factorshelped create consensus, the widespreadunderstanding of decisions (acceptance of theirlegitimacy) and commitment to both thestrategic decisions and the university. Thepaper concludes by arguing that a moresophisticated approach to strategic planningand change should be utilised reflecting theneed to view the HEI as a symbioticcommunity. 相似文献
17.
Brian Apter 《Educational Psychology in Practice》2014,30(4):331-346
An organisational change-process in a UK local authority (LA) over two years is examined using transcribed excerpts from three meetings. The change-process is analysed using a Foucauldian analytical tool – Iterative Learning Conversations (ILCS). An Educational Psychology Service was changed from being primarily an education-focussed service-provider for children and families, to having a broader multi-agency focus, exemplified in conjoint work with the Social Care department of the LA in non-educational contexts, particularly in changes in working arrangements with children and young people (C&YP) who use Harmful Sexual Behaviour (HSB), and with their families. It is proposed that change-process models used by educational psychologists do not adequately take account of the exercise of power within organisational-change discourse. An exemplar of organisational change described is revealed using ILCS to be an ineluctable top-down innovation, idiosyncratically commissioned and forcefully driven by senior managers in the organisation. 相似文献
18.
Major developments in organisational theory have witnessed the emergence of several models of organisational effectiveness (OE) and change (Keeley 1978; Hannan & Freeman 1977; Miles & Cameron 1982). The integrative competing values framework suggests organisations adopt uniquely effective approaches reflecting their needs at different stages in their life cycle by addressing varying degrees of emphasis on systems resource, human relations, internal process, and rational goal orientations (Cameron & Whetten 1981; Quinn & Rohrbaugh 1983; Quinn & Cameron 1983). This coincided with, and complemented, the growing recognition of the importance of developing systematic means for organisational speciation (McKelvey 1975, 1982; Muchinsky & Morrow 1980) and using the resulting taxonomies emerging from these studies to underpin theory building and further research.The ongoing challenge of this era is, therefore, to continue to test and extend construct space and explore organisational typologies in line with these theoretical and empirical developments in order to provide practical utility for decision makers. Indeed, this was the impetus for large scale OE research programs involving higher educational institutions in both Australia and the U.K.This paper first briefly reviews highlights of the developments emerging from the Australian programs over a number of years. Framed in this context, the paper then summarises the study program in the U.K. aimed at further cross-cultural exploration of OE dimensions. Of particular interest was their usefulness in predicting and fleshing out a taxonomy of U.K. higher educational institutions, namely classical (red brick) universities, former polytechnics and colleges of advanced technology, and 60's greenfield universities.The results reinforced life cycle and resource dependency theory underpinning the competing values framework based explanations for inherent and systematic differences between these archetypes (Quinn & Rohrbaugh 1983; Lysons 1993). However, further research directions are also suggested. 相似文献
19.
Alan Jensen Liz Malcolm Fiona Phelps Rob Stoker 《Educational Psychology in Practice》2002,18(1):35-45
The promises and hopes of the 'reconstructing' movement in educational psychology post-Summerfield 1968 (Gillham, 1978) have not had a major impact on the ability of the profession of applied educational psychologists to effect change across systems. Despite innovative ideas generated by individuals over the past few decades that have promoted opportunities to apply psychology more widely, there is little evidence that the profession has been able to expand on these initiatives and incorporate them into their existing practice. Ideas drawn from a variety of psychological sources enable applied educational psychologists to review their thinking and practice, and to develop different models that can promote and influence useful change at an institutional and/or individual level. This paper considers, in particular, the impact of new models of language and thought on organisational behaviour and, in turn, identifies the manner in which change at an individual and organisational level can be promoted. 相似文献
20.
This paper reports on the second phase of a multi‐country study examining cross‐cultural perspectives of gender and management in universities. The first phase of this research with eight countries found that the representation of women was consistently low, especially at Rector/Vice Chancellor level. In the second phase interviews were conducted with both male and female senior managers including current and former Rectors/Vice Chancellors. The focus of this paper is on the organisational barriers to women becoming and being managers in Turkish and New Zealand universities. Twenty‐four interviews were conducted in Turkey and 26 in New Zealand. Rectors/Vice Chancellors and other senior academic colleagues were found to be crucial in supporting academics into senior management. Barriers discussed include time management and role conflict between work and non‐work life. 相似文献